The use of simulation in nursing education has steadily increased since the late 1990s (Hayden, Smiley, Alexander, Kardong-Edgren, & Jeffries, 2014). Educators use simulation literature to guide their pedagogical approaches while also adapting to the changing reality of the practice environments facing the trainees. Critical Care Nurses require added competencies for rapid assessment and management of the deteriorating patient. The outcome of cardiac arrest and cardiopulmonary resuscitation (CPR) is dependent on critical factors, particularly early defibrillation, effective chest compressions, and assisted ventilation (AHA, 2005). Since the 2000 AHA Guidelines were released, health care professionals have been taught that for every minute that passes between collapse and defibrillation, survival rates from witnessed Ventricular Fibrillation (VF) sudden cardiac arrest decrease by up to 10%. When bystander CPR is provided, the decrease in survival rates is more gradual, averaging 4% per minute. To develop participants’ ability to effectively manage deteriorating patients requiring defibrillation and advanced airway management, a research study was undertaken using a high-fidelity simulator and the Team STEPPSTM debriefing model (King et al., 2008). Response time to management of simulated cardiac instability or respiratory distress leading to respiratory and / or cardiac arrest was measured. The results are promising and will be shared.
- Learn teaching practices to support experiential learning.
- Receive a helpful list of practical tips and strategies.